Resources and Tools

Professional Development

State Activities: Utah

Large numbers of refugees and immigrants have settled in Utah over the last thirty years. While most English language learners arrive in the area of Salt Lake City either through refugee sponsoring agencies or on their own, migration throughout the state has also occurred. Professional development for teachers of English language learners has been a high priority in urban areas and more challenging in rural areas. Distance learning is a growing option for professional development in less populated areas as are discussion lists and the upcoming “Instructors’ WIKI” that will be sponsored by the Utah State Office of Education.

This need for quality professional development has not diminished with 8.2% of Utah’s total population being foreign born as evidenced by the 2007 American Community Survey.

Utah participated in the CAELA project from 2004-2007, and is also participating in the CAELA Network Project, which began in 2008. Utah has continued to work on building capacity online, and is working to make new workshops and follow-up trainings and a training-of-trainers available online. As part of CAELA Network, the team has focused on the following:

Professional Development Activities

Design and implement training on using standards to drive instruction

Locate and determine resources for training on working with preliterate learners; develop and deliver training on working with preliterate learners

Continue training for multi-level classrooms and teaching reading

Locate and determine resources for training on pronunciation; develop and deliver training on teaching pronunciation

Design and implement training on using activities to engage learners in multi-sensory learning

Design and implement training on work skills to help learners transition from the ESOL classroom to the working environment

Desired Outcomes

A training module to train teacher in content standards is complete and teachers are trained in standards-based instruction.

The “Working with Preliterate Learners” module and pilot testing are complete.

Teachers access, review, and complete a learning log on a Wiki compiled by trainers.

Teachers area trained in and demonstrate effective practices of pre-literacy instruction.